Mission-Based Change at University of St. Thomas

MISSION-BASED CHANGE CHANGING ON PURPOSE

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CHANGE STATEMENT From my perch as head of Human Resources, I observe change occurring all around us on a daily sometimes hourly basis. Some of us are well equipped to manage change or seem to possess a natural talent for communicating the rationale and bringing others along on the change journey. Some of us have a strong desire to grasp change and get excited by its promise. For others, the ongoing change we’re experiencing both in higher education generally and as a campus is overwhelming and exhausting, which results in decreased productivity and engagement. In addition, as we move forward with implementing our strategic plan, we can expect many more accompanying changes. So, what can we do as a campus to better manage the changes we are making as a result of our strategic plan or that we are experiencing as a result of trends beyond our control?

- Michelle Thom, Associate Vice President and Chief Human Resources Officer at University of St. Thomas The Mission-Based Change Model has been created and designed to assist departments and leaders with leading change brought about by new structures and initiatives as a result of the university’s strategic plan.

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TABLE OF CONTENTS Change Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 UST Mission-Based Change Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 DISCOVER Bolman + Deals 4 Frame Model. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Weisbord Six-Box Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Appreciative Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Change Readiness and Intake Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Action Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Galbraith’s STAR Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 CHANGE Kotter’s 8 Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 The Change Curve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 ADKAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Margaret Wheatley’s Ten Principles for Creating Healthy Organizational and Community Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Bridges’ Transition Model. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 EXPERIMENT Schein’s Organizational Culture Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 EVOLVE McKinsey 7-S Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Change Evaluation Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

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OUR MODEL AND HOW IT WORKS 4 | MIssion-Based Change: Changing on Purpose

DISCOVER

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BOLMAN + DEAL WHAT IS THE FOUR FRAME MODEL? In order for a change practitioner to be effective, they must understand forces that are affecting the environment they’re working within, as well as the “frame” the client is using as their leadership lens.

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WEISBORD SIX-BOX MODEL WHAT IS THE SIX-BOX MODEL? Weisbord takes an air traffic controller’s approach to change by focusing more on the “screen” versus spending too much time on individual components. The external environment’s relationship with internal factors is also considered in this model.

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APPRECIATIVE INQUIRY WHAT IS APPRECIATIVE INQUIRY? Ap-pre’ci-ate, v., 1. valuing; the act of recognizing the best in people or the world around us; affirming past and present strengths, successes, and potentials; to perceive those things that give life (health, vitality, excellence) to living systems 2. to increase in value, e.g. the economy has appreciated in value. Synonyms: VALUING, PRIZING, ESTEEMING, and HONORING. In-quire’ (kwir), v., 1. the act of exploration and discovery. 2. To ask questions; to be open to seeing new potentials and possibilities. Synonyms: DISCOVERY, SEARCH, and SYSTEMATIC EXPLORATION, STUDY.

“In AI the arduous task of intervention gives way to the speed of imagination and innovation; instead of negation, criticism, and spiraling diagnosis, there is discovery, dream, and design.”

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CHANGE READINESS AND INTAKE FORM CHANGE READINESS Assess the readiness to change within the team or organization. The following questions can be used to gain a deeper understanding of where the organization currently is in their change process and identify: the why of change, who knows, who cares, reactions, and more. Use the following questions as you best see fit.

Is there a widespread sense that change is necessary?

Do most people accept that the change is valid?

What reactions have occurred as the result of the proposed change, if any?

Do you believe there is an adequate level of trust for the leadership?

What type of training is necessary because of this change?

Is this change part of a bigger known and understood strategy?

Have those affected by the change been informed of the coming change?

Do you feel confident in your abilities to manage the human side of change?

INTAKE Use this space to define and understand the objectives of the change.

Why is the change taking place? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ What are the objectives of this change? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ What does success look like? How will you measure success? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Who will be impacted by this change? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Who knows about this change? Who needs to know about this change now? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Who are your key partners for this change? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ When must this change be finalized and implemented? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ What needs to happen next for this change to be successful? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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ACTION RESEARCH & CHANGE WHAT IS ACTION RESEARCH? Action Research is participatory research. It is know best for on-the-job research, rather than something that might occur in a lab. Action Research is a method to change that brings participation and empowerment to the forefront. It’s collaborative, situational, and iterative. It involves observing and reflecting on a practice or process to reach change and improvement.

HOW DOES IT WORK? 1. Diagnosing – Identify a problem or opportunity Identify the problem area What is a thing we can do better?

Who is asking for it?

Why is this worth improving?

2. Action Planning – Collect data Collect and interpret data Which employees should be interviewed?

What data are you trying to collect? What data are important?

What other research should be done?

3. Taking Action – Develop and Implement the solution Use the data to design and implement a new solution What has been designed and selected to solve the problem?

What are the guidelines and objectives for this implementation?

How will this be communicated?

4. Evaluating – Analyze the findings Evaluate the results What did we intend to do?

Was it successful and did it meet our objectives?

What needs to be adjusted for next time?

5. Specifying Learning – Capture learning for others Reflect on the experience and share what was learned How can our findings be shared with, and accessible to, others?

What is important for others to know about?

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GALBRAITH’S STAR MODEL Galbraith’s Star Model helps companies holistically create the organization necessary to sustain a company’s business models and value propositions over time. It also recognizes the importance of an organization’s ability to adapt over time in response to changes in strategy, market forces, or the rest of the external environment.

STRATEGY

PEOPLE

REWARDS

STRUCTURE

PROCESS

STRATEGY: What strategies are driving the organization? How are the proposed changes aligned with the vision, mission and strategic plan?

STRUCTURE: How is the organization structured? Does the strategic plan require a centralized or decentralized structure? Where does the power and authority exist in the organization?

PROCESS: What processes are required to deliver on the mission of the university?

Do the processes current processes support the university’s strategic plan? If not, what changes are required?

REWARDS: What behaviors does the change encourage? Are those behaviors currently rewarded or recognized? If not, who’s responsible for aligning rewards with the vision, mission and strategic plan?

PEOPLE: Does the university have the talent required to meet the objectives of the strategic plan? Are new skills and competencies needed? How will the university attract and retain new people?

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CHANGE

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KOTTER’S EIGHT STEPS

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THE CHANGE CURVE

Use The Change Curve to help yourself, leaders, or those affected by change understand where they are in coping with a new change. This visual can be used to illustrate how our feelings and emotions change over time. Use the following reflection questions below to help guide yourself or a colleague in better understanding how they feel about a given change.

How do I feel about the change now?

What is it about the change that has brought me to feel this way?

Do I have a clear understanding of the change and how it affects me?

How do I make meaning of the changes that are happening?

What am I losing? What am I gaining?

What am I looking forward to? What am I nervous about?

Who can I rely on to help me with this change?

Adapted from The K端bler-Ross Model introduced by Elisabeth K端bler-Ross in her 1969 book On Death and Dying.

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PRE-CONTEMPLATION > CONTEMPLATION > PREPARATION > ACTION > MAINTENANCE

A D K A R

AWARENESS

1. Discover what is and isn’t working 2. Communicate that there is a problem 3. Put forward a case for change

DESIRE

1. Present the benefits of adopting change 2. Identify risks involved 3. Build a consensus with all stakeholders

KNOWLEDGE

ACTION

1. Build a project team

1. Implement change

2. Seat reasonable targets

2. Basic training start small

3. Mobilise commitments and stakeholders

3. Emply a suitable governance framework

ENABLEMENT ZONE

REINFORCEMENT 1. Sustaint the implemented change 2. Effective evaluation 3. Adaptation of practice and processes

ENGAGEMENT ZONE

AWARENESS Why does the organization or team feel the change is necessary? ______________________________________________________________________________ ______________________________________________________________________________ DESIRE What factors are creating a desire for change? ______________________________________________________________________________ ______________________________________________________________________________ KNOWLEDGE Are there specific skills and abilities required throughout the mission-based change phases (Discover, Change, Experiment, Evolve)? ______________________________________________________________________________ ______________________________________________________________________________ ABILITY Does the organization or specific individuals possess the skills needed to lead the change through the four phases? If not, how can they be attained? ______________________________________________________________________________ ______________________________________________________________________________ REINFORCEMENT What is necessary to make the change stick? How are behaviors recognized and rewarded today? Are changes to the rewards system required? ______________________________________________________________________________ ______________________________________________________________________________ 16 | MIssion-Based Change: Changing on Purpose

MARGARET WHEATLEY’S TEN PRINCIPLES FOR CREATING HEALTHY ORGANIZATIONAL AND COMMUNITY CHANGE Principle 1. People Support What They Create Are we engaging all those people who have a stake in the issue?

Whatever the problem or opportunity have we involved all the people who care?

Principle 2. People Act Responsibly When They Care Are we working on an issue or opportunity that people truly care about?

Principle 3. Conversation Is The Way Human Beings Have Always Thought How often are we confident enough to use conversation as a legitimate problem-solving, thinking together process rather than using these very technical processes which not only bore us, they disengage us and they separate us from one another?

Can we legitimize conversations so that we strengthen our relationships as well as develop much better thinking?

Principle 4. To Change The Conversation, Change Who Is In It Who can join the conversation, who has a different perspective, who will help take it out of the loop it has got stuck in and open the way to new thinking?

Principle 5. Expect Leaders To Come From Anywhere Is our organization willing to let leaders emerge from anywhere?

Do people in our organization feel they have the agency and permission to take the lead in making things better?

Principle 6. We Focus on What Works and It Releases Our Creative Energy What are the questions that will energize us?

What is going well that we can focus on?

Principle 7. The Wisdom Resides Within Us Where we look for our solutions – do we benchmark – do we look for best practice – do we always routinely leap outside of our organization to find the solution?

Or do we gather together with the assumption that the wisdom is within us – do we spend enough time thinking together to discover whether we do have a solution?

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Principle 8. Everything Is A Failure In The Middle What does your organization do when things are falling apart?

Does it quickly look for scapegoats, someone to blame? Do managers change the team leader, and does the Board fire the boss? Do they reorganize?

Principle 9. Humans Can Handle Anything As Long As We’re Together Are we paying attention to our relationships?

Are we supporting each other?

How often do we gossip, judge, or scapegoat?

Principle 10. Generosity, Forgiveness and Love What would it really feel like to know that your colleagues were all really there for you?

Notes ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Source: Stanford, N. (2014). Organization design, organization development and change management. In Organization design (2nd ed., pp. 69-73). New York, NY: Routledge.

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BRIDGES’ TRANSITION MODEL TRANSITIONS AND CHANGE • According to Bridges, Transitions start with letting go of what no longer fits or is adequate to the life stage you are in • Change is pursued to reach a specific outcome • Change can lead to transition; transition can lead to change THE TRANSITION PROCESS

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EXPERIMENT

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SCHEIN’S ORGANIZATIONAL CULTURE MODEL “Culture eats strategy for breakfast.” – Peter Drucker “The only real thing of importance that leaders do is create and manage change.”

– Edgar Schein “If you get the culture right, most of the other stuff will just take care of itself.”

– Tony Hsieh, Zappos “If you do not manage culture, it manages you, and you may not be aware of the extent to which this happening.” – Edgar Schein While leading culture change, it’s important to consider the components of Schein’s organizational culture model. How do the organization’s artifacts, values and underlying assumptions support the change?

A RT I FA C T S

What structures, processes and behaviors are visible to the external environment that shares the story of the university’s culture?

VA L U E S

Are the changes aligned with the convictions of the university?

ASSUMPTIONS

What are the unconscious values and beliefs that drive the behaviors and actions of all employees? Are they supporting the change?

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EVOLVE

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MCKINSEY 7-S MODEL

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CHANGE EVALUATION AND ITERATION CHANGE EVALUATION Evaluating the success of any change or implementation is a vital part of the change process. The following questions can be used to gain a deeper understanding of the change process: what worked, what didn’t work, what is successful, what needs to be changed. Use the following questions as you best see fit.

Evaluate and measure the effectiveness of the changes over time; refer back to initial objectives and motivations Gather feedback from those affected by the change Respond and react with alterations, as needed Refer back to the mission and vision of the organization for alignment EVALUATE Use this space to evaluate the outcomes and outputs of the change.

Did the change take place as planned? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Did the change meet the objectives set forth from the beginning? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

What pieces of the change were successful? Why? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

What pieces of the change were unsuccessful? Why? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 24 | MIssion-Based Change: Changing on Purpose

Is there alignment between the systems, structures, and strategy? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Is there alignment between the organization’s values, staff, style, and skills? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

What needs to be altered or changed? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Who are the key partners and who needs to be made aware of these iterations? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

How have the successful parts of the change been communicated?

Who needs to know? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

What needs to happen next? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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BIBLIOGRAPHY This bibliography was prepared and curated with resources that can be found from the University of St. Thomas library system. These articles were selected to deepen the knowledge of the human resource department, continue to develop business acumen, and because of their focus on change, higher education, and change in higher education. Articles and the corresponding abstract are listed below.

Baer, L. l., Duin, A. a., & Bushway, D. D. (2015). Change Agent Leadership. Planning For Higher Education, 43(3), 1-11.

Change agent leadership must identify future trends and needs, lead change agendas, invest in what makes a difference, and remain authentic and courageous.

Brown, S. (2014). You can’t always get what you want: Change management in higher education. Campus-Wide Information Systems, 31(4), 208-216.

The purpose of this paper is to qualitatively describe an attempt to enhance curriculum design and delivery processes in universities through the development and introduction of new information systems and procedures.

Dasborough, M., Lamb, P., & Suseno, Y. (2015). Understanding emotions in higher education change management. Journal of Organizational Change Management, 28(4), 579-590.

The authors explore employees’ emotions during a structural change (merging departments) in the higher education sector. The purposes of this paper are to identify how employees’ perceptions shape their emotional responses toward organizational change; and the variation of collective employee emotions pre-merger and post-merger.

Delprino, R. P. (2013). The challenges of change as part of strategic planning.

Planning for Higher Education, 41(4), 138-154.

This is a book excerpt reprinted in the Planning for Higher Education journal.

Delprino, R. P. (2013). Change is a people process. Planning for Higher Education, 41(2), 194-210.

This is a book excerpt reprinted in the Planning for Higher Education journal.

Farnsworth, T. J., Anthony Seikel, J., Hatzenbuehler, L. C., & Frantz, A. C. (2014).

Organizational Change in Health Sciences The Idaho State University Experience.

Planning For Higher Education, 42(4), 59-67.

The article focuses on the increase of investment return through greater revenue and cost savings.

Topics discussed include the threefold purpose of the reorganization which include the efficiency increase of academic units and student services, enable the university to come out from financial challenge, and the generation of cost savings that offset the budget cuts for higher education.

Gumport, P. J. (2000). Academic restructuring: Organizational change and institutional imperatives. Higher Education, 39(1), 67-91.

A perennial challenge for universities and colleges is to keep pace with knowledge change by reconsidering their structural and resource commitments to various knowledge areas. Reflecting upon changes in the academic landscape of public higher education in the United States over the past quarter of a century, the author diagnoses a macro-trend whereby the dominant legitimating idea of public higher education has changed from higher education as a social institution to higher education as an industry. Three interrelated mechanisms are identified as having advanced this process: academic management, academic consumerism, and academic stratification.

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Kezar, A., & Eckel, P. D.. (2002). The Effect of Institutional Culture on Change Strategies in Higher Education: Universal Principles or Culturally Responsive Concepts?. The Journal of Higher Education, 73(4), 435–460.

This study examines the impact of institutional culture on the change process in colleges and universities. Using an ethnographic approach and two-tiered cultural framework, it investigates comprehensive change at six institutions. Results suggest that campuses should conduct audits of their institutional culture before engaging in the change process.

Norris, D., Brodnick, R., Lefrere, P., Gilmour, J., & Baer, L. (2013). Transforming in an Age of Disruptive Change: Part 2: Getting Started, Getting it Done. Planning For Higher Education, 41(2), 33-55.

The article examines transformation of higher education in an age of disruptive change, focusing on reinventing strategies, business models, and emerging practices. A two-track model for moving ahead is proposed, which allows institutions to focus effectively on change efforts. Two types of leadership required for the two approaches are the leader to reshape the code model initiatives and the leader to discover future business model.

Shugart, S. (2013). The Challenge to Deep Change. Planning For Higher Education, 41(2), 7-17.

The article presents a brief cultural historical overview of higher education. It looks at the demands on higher education as well as considers the adoption of strategies to deliver better educational results with fewer resources. The problems association with educational changes are explored, along with the challenges it posed to leaders and planners in shaping the collective effort of the institution. Also discussed is culture-changing leadership.

Squires, V. (2013). “Be Prepared” for Policy Windows Cultivating Campus Change.

Planning For Higher Education, 41(3), 34-44.

The article discusses a study on the processes and tools that can be used for the adoption of educational change and innovation. It states that a policy window’s opening is a right time for implementing change, although it requires a timely manner. Other suggested tips and techniques include engagement in strategic and integrated planning, setting priorities, and establishment of a higher-level stakeholder’s support.

Stensaker, B. b. (2015). Organizational identity as a concept for understanding university dynamics. Higher Education, 69(1), 103-115.

Universities are often portrayed as, and have been found to be, quite stable organizational forms where it is difficult to initiate and implement change. However, numerous empirical studies have also found that universities are undoubtedly changing both due to internal developments and external dynamics. The paper explores this seemingly contradictory development. It argues that organizational identity is a promising concept for researching both continuity and change in higher education institutions, and identifies and describes various uses of organizational identity within universities and colleges, demonstrating the relevance of the concept for understanding current dynamics within the higher education sector. In the conclusion, it is argued that more studies of the intangible aspects of higher education are needed to enable a better understanding of the factors fostering both inertia and change in the sector.

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